000			02965nab a22003017a 4500
999			_c5656 _d5656
005			20250625151441.0
008			171031s2015 -nz||||| |||| 00| 0 eng d
040			_aAFVC
100			_aCushman, P. _97140
245			_aMoving towards a holistic paradigm : _bteaching sexuality education in a New Zealand university _cP. Cushman, E. Brown Hajdukova and T. Clelland
260			_bScience Domain, _c2015
500			_aBritish Journal of Education, Society and Behavioural Science, 2015, 9(4): 265-276
520			_aAim: Using a qualitative approach, the aim was to investigate the existence of a change in the basic assumptions, or paradigms, in tertiary health education students following a sexuality education course. Study Design: Qualitative research using Nvivo analysis was utilised. Place and Duration of the Study: The research took place at the University of Canterbury, Christchurch, New Zealand between July and October, 2014. Methodology: The sample included 21 students enrolled in a sexuality education course. The majority of students were health education majors in the Bachelor of Health Sciences degree. All students completed pre- and post-course questionnaires and a random sample of the students were also selected to participate in focus group discussions. Students were questioned regarding their understanding of sexuality, their perceptions of sexuality issues facing New Zealanders, and changes in their ideas about sexuality education resulting from the course. Results: Data analysis of the pre-course questionnaires and focus groups found students understandings and beliefs regarding sexuality education were mainly situated within a biomedical paradigm emphasizing the physical aspects of an individual’s sexuality. Post-course data suggested a shift towards a more holistic understanding of sexuality, the development and appreciation of a broader understanding of sexuality issues facing New Zealanders, and a marked paradigm shift in ideas around the concept of sexuality. Conclusion: This study demonstrates that sexuality education programmes framed within a holistic paradigm and underpinned by sound pedagogical practices have the potential to facilitate an expansion of ideas and attitudes about the construction of sexuality education. (Authors' abstract). Record #5656
650			_aATTITUDES _970
650			_aPROGRAMME EVALUATION _9466
650			_aSEXUALITY _9537
650		0	_aSEXUALITY EDUCATION _96891
650		0	_93921 _aTERTIARY EDUCATION
650		0	_aTERTIARY STUDENTS _96257
650			_aYOUNG PEOPLE _9660
654			_aCHRISTCHURCH
700			_aBrown Hajdukova, E. _97141
700			_aClelland, Tracy _911174
773	0		_tBritish Journal of Education, Society and Behavioural Science, 2015, 9(4): 265-276
830			_aBritish Journal of Education, Society and Behavioural Science _97143
856			_uhttp://dx.doi.org/10.9734/BJESBS/2015/17891 _yRead abstract
942			_2ddc _cARTICLE